The traditional physical education classroom teaching mode is teacher-centered, textbook-centered and classroom-centered; It only emphasizes that the state and society need to unify teaching objectives, teaching materials, teaching progress, teaching methods and assessment standards, and rarely considers the main needs of students, the main body of interactive physical education learning; Sports foundation and emotional experience; Too much emphasis on the leading role and absolute authority of teachers, ignoring the promotion of students' subjectivity and the play of their roles. In physical education classroom teaching, students revolve around teachers and textbooks. Teachers teach in an orderly way, and students learn step by step, which is completely passive. Under strict classroom discipline, students' "obedience and disobedience" become machines for learning sports knowledge and skills, and the classroom atmosphere is dull, which seriously suppresses the development of students' personality. Many teachers tried to change these bad conditions and made some efforts and attempts, but they often overcompensated, and the teaching method of "herding sheep" could not effectively play the leading role of teachers. Fundamentally speaking, this is caused by ignoring the human factors in the process of physical education classroom teaching, which makes physical education classroom teaching either mechanical, boring, stylized, lacking vitality and fun, lacking resistance to wisdom and the ability to stimulate students' curiosity; Otherwise, the process of physical education classroom teaching is chaotic, the atmosphere is too active, or even out of control, which eventually leads to students' weariness of learning and makes physical education class, which should be deeply loved by students, boring. Because of this, people have to re-examine the relationship between teaching and learning, and have a more comprehensive understanding of physical education classroom teaching, so as to follow the teaching rules and build a physical education classroom model of independent inquiry learning. Exploration of autonomous inquiry learning I. Exploration of autonomous inquiry learning (I. Background of constructing autonomous inquiry learning physical education classroom teaching mode Because the traditional physical education classroom teaching mode is teacher-centered, textbook-centered and classroom-centered; Only emphasize the needs of the country and society, unify teaching objectives, textbooks, teaching progress, teaching methods and assessment standards, and rarely consider the main body of physical education learning-students' sports needs, sports foundation and emotional experience; Over-emphasis on the leading role and absolute authority of teachers, ignoring the promotion of students' subjectivity and the play of their subjectivity. In physical education classroom teaching, students revolve around teachers and textbooks. Teachers teach in an orderly way, and students learn step by step, which is completely passive. Under strict classroom discipline, students are obedient and disobedient, and become machines for learning sports knowledge and skills. The classroom atmosphere is dull, which seriously suppresses the development of students' personality. Many teachers try to change these bad conditions, and have made some efforts and attempts to do so, but they often overcompensate and adopt the method of "herding sheep", which can not effectively play the leading role of teachers. Fundamentally speaking, this is caused by ignoring human factors in the process of physical education classroom teaching. It makes physical education classroom teaching become mechanical, boring and stylized, lacking interest, challenging wisdom and stimulating students' curiosity; Otherwise, the process of physical education classroom teaching is chaotic, the atmosphere is too active, or even out of control, which will eventually lead to students' weariness of learning and teachers' weariness of teaching, and make physical education class, which should be deeply loved by students, become boring. People can see the loss of students' subjective status and the infinite extension of passivity from this "teaching-centered", and the indifference of teachers' subjective status and the laissez-faire of students' initiative from "learning-centered". The two extremes in teaching make people have to re-examine the relationship between teaching and learning, and have a more comprehensive understanding of physical education classroom teaching, so as to follow the teaching rules and strive to build a physical education classroom teaching model of independent inquiry learning. (B) the theoretical basis and characteristics of autonomous inquiry learning 1 PE classroom teaching. The basic basis of theoretical basis: "Quality education should be geared to all students, so that all students can develop actively", which is the basic basis for constructing independent inquiry learning physical education classroom teaching. The fundamental basis: "strengthen students' physique, improve their health, fully mobilize their enthusiasm and initiative in learning, so that students can master the basic knowledge, technology and skills of physical education and health in the process of independent study and practice (independent choice, independent exercise and independent evaluation), learn the methods of physical exercise, and develop the consciousness and behavior habits of lifelong physical education", which is the fundamental basis for constructing independent inquiry learning physical education classroom teaching. 2. Characteristics The purpose of independent inquiry learning is to cultivate students' ability of independent exploration and practice, so that students can develop good habits of being good at solving problems independently during school, cultivate innovative spirit and lay a good foundation for independent learning, practice and independent life in the future. Because this model focuses on students' autonomous inquiry learning, it attaches great importance to students' dominant position in learning, arouses students' initiative and enthusiasm in learning, and cultivates students' autonomous learning ability. This model has the following outstanding features: (1) The teaching goal is to develop, tap and cultivate students' creative learning potential and improve their comprehensive quality; (2) From the perspective of educational objects, all students are required to participate, choose and learn independently, so that students of different degrees can develop and improve accordingly; (3) Its teaching relationship is democracy, mutual assistance, cooperation and harmonious development; (4) Its teaching procedures and methods are problem situation, independent research, independent learning practice, exchange feedback, inspiration and guidance, intensive training and transfer application; (5) Its teaching elements include language, venue equipment, value and interpersonal relationship; (6) The evaluation method pays attention not only to the results, but also to the process [1]. (III) Independent inquiry learning PE classroom teaching mode and its application The independent inquiry learning PE classroom teaching mode has certain flexibility. Different classes have different teaching structures, but generally follow the procedures. 1. Creating situations, setting goals and stimulating motivation are the concentrated expression of teachers' leading role. Including creating learning situations, sorting out old knowledge, paving the way for students to explore independently, clarifying the content and ability objectives of learning practice, stimulating students' learning motivation in a clear exploration direction, and making psychological preparation for the next step of inquiry learning, which is the premise to ensure students to obtain the best effect of independent inquiry learning. Teachers should grasp the teaching objectives, which should be oriented to all students and have the nature of gradual progress. Starting from students' existing knowledge and learning reality, we should design high-quality and challenging questions, stimulate students' thirst for knowledge with novel and vivid teaching forms, activate students' thinking, give students a clear goal orientation, and guide students to enter the next stage of learning with high attention. For example, in the teaching of shooting with both hands on the chest in junior high school, the question designed by the teacher is: What if we change the shooting angle and the arc of passing the ball with both hands on the chest and aim at a sign? When this question is exhibited, students will try to practice or enter the next stage of study with doubts and strong curiosity. 2. Self-exploration, mastering new knowledge and asking questions are the key links and core of self-exploration of physical education classroom teaching mode. This link is the correct application and further development of the traditional self-study strategy of "opening and arresting" in China, which can really make teachers transition from the role of "actor" and "soloist" to the role of "director" and "accompanist", guide students instead of shaping them, and teach them to discover the truth and find out the law instead of giving them the truth and the law, so as to realize "teaching for the sake of not teaching" in this link and let students learn according to it. We should not only give students enough time, but also give them enough space to study and practice independently, so that students can actively explore, sum up experience and discover laws through independent study and practice. At this time, the combination of body and brain is more important for students to acquire knowledge, develop their abilities and improve their quality. Take the chest patting with both hands as an example, and show the action of aiming at the hoop on the basis of high arc passing, then the action technique of chest patting with both hands will be solved. At the same time, if the angle of the hand is small and the radian is low, what kind of results will be caused by relying solely on arm strength? So as to extract the technical essentials of shooting with both hands holding the chest. At this point, the students have figured out the coordination of limbs, the correct grasp of the angle of the ball and the flight path in passing and shooting classes and other similar issues. Obviously, this is much better than what some teachers say by textbook. 3. Feedback communication, enlightening and guiding learning, and solving problems are important links to reflect multi-dimensional interpersonal interaction in physical education classroom teaching. The process of interpersonal interaction in physical education classroom teaching is the process of psychological influence between teachers and students and between students. The process of interpersonal interaction is an important factor that directly affects the efficiency of classroom teaching. Many studies show that interpersonal interaction affects the effect of classroom teaching by influencing classroom atmosphere, communication and feedback in the classroom. On the basis of students' self-inquiry and self-study, check the situation of students' self-study, and adopt multi-dimensional interactive methods such as questioning, demonstration, discussion, guidance, testing and information feedback [2]. In this way, students can fully show their thinking process and expose existing problems, and teachers can give more targeted explanations and demonstrations, especially the problems existing in students can be effectively solved. For example, in the comprehensive teaching of skills, let students master a single action, then practice the combined action, and then let students draw inferences from different combined methods to create a variety of examples of combined actions. In this way, we can not only understand the situation of students' independent exploration and practice, but also train students with newly created action combinations, which improves classroom efficiency. More importantly, by letting students discover and solve problems by themselves, they can further improve their ability of autonomous learning and practice. 4. Strengthen training, summarize and consolidate, migrate and apply. This is the key link to emphasize the overall benefit of this model, and it is the evaluation, development and sublimation of the first three links. In this link, teachers can closely focus on the learning and training objectives and design some problems that can take into account the gradient of all students' learning situation. Studying and practicing with these questions is conducive to training students' divergent thinking, divergent thinking, reverse thinking and creative thinking, and broadening students' thinking. At the same time, in the process of study and practice, students are taught to find and solve problems, so as to draw inferences from others and imitate others. For example, in the teaching process of obstacle running, after learning a single obstacle crossing method, let each training group use a single obstacle combination to see how many different combinations there are in the whole class, and then practice in the whole class, which combination is the most reasonable. (IV) Matters needing attention in the teaching mode of autonomous inquiry learning Autonomous inquiry learning is not a mechanically rigid mode, which can be flexibly mastered according to different situations. General requirements: teachers are the leading factor, students are the main body, body and mind are the foundation, training is the main line, and ability is the goal. Specific implementation should also pay attention to the following aspects: 1, teaching students in accordance with their aptitude, teaching students in accordance with their aptitude. According to the specific situation of students at different levels, different question situations are created, and different levels of questions and learning and training requirements are put forward to achieve the best teaching effect. 2. This model is a comprehensive application of various teaching methods. So it is suitable for all classes. 3. The teaching process of this mode can be flexibly adjusted in practice. You can omit a program; Related programs can be merged; The sequence of programs can be changed; One class can repeat one or several programs. (5) Teaching suggestions 1. Teachers should prepare not only textbooks but also students when preparing lessons. It is necessary to prepare both teaching methods and learning methods. On the basis of understanding the actual situation of students, we should make preparations for infiltrating learning methods, so that teaching methods and learning methods can be carried out simultaneously. 2. We should establish the idea that teaching is for learning and teaching is determined by learning, change the traditional teaching concept centered on teachers, and truly reflect students' subjectivity. 3. Classroom teaching should realize the organic combination of teaching method and learning method, and the choice of teaching method should be conducive to the guidance of learning method; The choice of learning methods should be conducive to the realization of teaching methods, so that teaching methods and learning methods can be integrated. 4. The arrangement of teaching links helps students master learning methods. For example, when explaining technical movements, we should pay attention to reminding students to study and inspiring them to observe scientifically and think positively. The implementation of this model is inseparable from advanced teaching media and modern teaching methods. Therefore, the effective implementation of this model is an important condition for schools to improve teaching conditions and improve teachers' modern teaching ability. Second, the exploration of autonomous inquiry learning in physical education class (1) Understanding of autonomous inquiry learning 1. Creating space for students' independent inquiry learning in teaching is a learning method based on students' active learning and centered on actively discovering, analyzing and solving problems. Independent inquiry in physical education teaching is not only a way of learning, but also a healthy teaching concept based on the new curriculum reform. This learning method can change the passive learning state. What matters in the teaching process is not the final result, but the ability of students to find, analyze and solve problems developed in the process of inquiry. Learn to explore through hands-on observation and learn to learn independently. This is to respect students' personality development and unique understanding, change the traditional teaching mode, and achieve the purpose of cultivating students' innovative spirit and practical ability. 2. Creating a space for students to explore independently in form and creating a relaxed and harmonious teaching atmosphere is an important prerequisite for cultivating students' innovative consciousness, and this atmosphere is indispensable for pushing students to the position of learning subject. One of the means to obtain this kind of atmosphere is to create a space for students to explore independently in form. First of all, teachers should break the traditional whole team grouping, let students combine freely, combine their own interests, and let students feel free, so as to create a democratic, harmonious and pleasant learning atmosphere, make learning a pleasure, and give full play to students' autonomy. At the same time, teachers can provide a lot of equipment for students to be familiar with, learn and apply, which can make up for the lack of life experience and stimulate the desire of independent exploration. As teachers, we should create rich and diverse teaching spaces according to the needs of teaching, so as to shorten the space distance between teachers and students and promote the communication between teachers and students. More importantly, this is an open learning group space, which provides every student with opportunities for self-expression and personality display as much as possible to meet the needs of student development. 3. Expand the space for students to explore independently in their thinking. Torrance, an American creative research expert, believes that the development of creativity can only be carried out in a free and safe atmosphere. For classroom teaching, the so-called freedom is to minimize unnecessary restrictions on children's behavior and thinking and give children the opportunity to express themselves freely. In class, teachers should give students sufficient space to explore their thinking independently. After the new lesson is properly introduced, let the students explore their own practice methods. In this way, in the process of independent inquiry, students can distinguish the advantages and disadvantages of actions. Finally, the teacher organizes a research and discussion space for students to discuss the actions and problems of each group. Which action is the best under the goal of this lesson? At this time, every student's thinking tentacles are led to a broader and more free world. Every student's thinking is in an active and open state, and the constant collision of thinking forms an "ideological storm", which produces various unique ideas and viewpoints, thus producing creative thinking. The mode of independent inquiry should not only give students the space of independent inquiry in form, but also give students the right of free imagination in thinking. Make students' learning a voluntary psychological desire, and change "I want to learn" into "I want to learn". Students have also changed from the perspective of recipients to independent explorers. As a teacher, we should really become the planner before the activity, the guide and collaborator in the activity, the participant and researcher in the difficulty, and build an invisible "ladder" for students to climb the stairs in their own exploration. Therefore, teachers provide more space for students to think, discuss and fully understand, thus changing "absorption-storage-replication" into "exploration-encouragement-innovation". (3) Students' autonomous inquiry learning strategies in classroom teaching "Outline of Basic Education Curriculum Reform" points out that it is necessary to change the current situation of over-emphasis on learning, rote learning and mechanical training in curriculum implementation, advocate students' active participation, willingness to explore and hard work, and cultivate students' ability to collect and process information. The new curriculum standard clearly points out: "Students are the masters of learning." Students who have been bound by teachers, textbooks and classroom circles for a long time dare not cross the line. Today, we need to change our learning style, and inquiry is the way of autonomous learning. Therefore, we should attach importance to the learning strategy of independent inquiry, so that they can become discoverers, researchers and explorers, thus releasing their repressed personalities. 1, guide discovery and perception, and pay attention to trying. Discovery is the beginning of exploration. Because curiosity is a psychological feature of children, it can often urge students to make further in-depth and meticulous observation, thinking and exploration, thus asking exploratory questions. Allowing students to ask questions and explore independently is not only a matter of methods, but also a matter of educational ideas, teaching quality and students' ideas. With the continuous reform of education and teaching in China and the continuous renewal of educational concepts, most teachers have formed a * * * knowledge: only by insisting on heuristic teaching can students actively participate in learning. If we can create a positive, relaxed and harmonious classroom teaching atmosphere and let students become the subject of "questioning" and "information source", then the enthusiasm and initiative of students will be greatly stimulated. Because students always ask questions on the premise of their own positive thinking. Because of this, we say that teachers should not give students 10 questions, but should let students find and generate a problem by themselves. Only when students take the initiative to ask questions can they really play the main role and reflect independent inquiry and discovery. Therefore, teachers should always pay attention to the hidden "discovery" factors in textbooks, create situations that enable students to actively discover problems and ask questions, inspire students to discover problems and explore knowledge themselves, and make the teaching process revolve around the problems generated by students in learning. Teachers must actively create problem situations, guide students to ask questions closely related to the learning process, and make the questions to the point, so as to promote independent cooperation and inquiry and achieve the purpose of learning to learn. The discovery of many problems not only makes the classroom sparkle with sparks of inquiry and innovation, but also makes students enter the deep stage of learning and exploration. In class, after finishing an action, ask the students, "How do you feel?" Any new ideas? "Ask students to explain their true feelings. It is precisely because we attach importance to them that they are the main body of learning activities, exploration and development. Only in this way can we have an authentic and contemporary feeling! In this way, students initially experience the joy of success in the process of trying, since the enlightenment, self-questioning and self-explanation, thus stimulating their internal motivation for further exploration. 2. Encourage participation in cooperation and pursue exploration. (1) create conditions to stimulate interest and provide space for active exploration. The future society calls for people with individuality and cooperative spirit, and needs innovative and research-oriented talents. We must trust students and be willing to provide them with the time and space needed for "exploration" and give them active cooperation and guidance. Many educators have discussed that there should be a good learning atmosphere in teaching. British educator Locke pointed out: You can't write flat words on a tactical psychology, just as you can't write flat words on a vibrating piece of paper. This shows that learning atmosphere directly affects learning effect. In teaching, only by creating conditions and providing space for their active participation can the learning effect be improved. (2) Give students the right to choose freely and provide space for active exploration. Everyone has his own right, and every student should have the right to choose to study. If students are allowed to study according to their own situation and preferences, then students' interest in learning is definitely very strong. In classroom teaching, students can be given some free space to learn their favorite actions; Practice what you like; Learn in the way you like; Think what you want in class and do what you want ... Let every student fully exercise his rights and enjoy learning in physical education class. ⑶ Establish cooperation groups to provide partners who actively participate in the class. Divide students with different learning abilities, learning attitudes, learning interests, gender and personality into the same group to form a group of four or six people, and then give the group members a special identity and a special responsibility. Such as "moderator" (responsible for the overall situation of group discussion, arranging practice order and coordinating the process of group learning), "reporter" (reporting the results of group cooperative learning to the whole class), "inspector" (checking the learning situation of group members and making sure that each member has completed the learning task), "coach" (correcting the mistakes of group students and correctly demonstrating actions) and "image ambassador" (observing students in the group) (4) Select topics, cooperate and strengthen the ability of active inquiry. In the limited classroom time, we can closely follow the teaching materials, choose key points, difficulties and doubts as topics, use research-based learning and work together to improve students' initiative, research and discovery ability in completing actions. In this way, students not only meet the needs of research and experience success in the process of inquiry, but also learn how to cooperate in inquiry. In order to reduce the gradient of students' research and inquiry learning, it is essential to carry out special research learning in class by using the characteristics of teaching materials, which can improve the interpersonal relationship after class and create a pleasant cooperative atmosphere. Therefore, students should take the initiative to seek help when they encounter difficulties, and be enthusiastic to help others solve problems. Let yourself learn to explore and learn to be a man. 3. Activate flexible thinking and cultivate originality. Solving problems in different ways, angles and ways not only enlivens students' thinking and broadens their thinking, but also promotes students to develop the habit of being good at seeking differences, which plays a decisive role in cultivating students' innovative ability. In teachers' teaching, through the changes of expression, understanding angle, thinking method and exercise design, we can provide diversified information, create diversified thinking environment and connect multi-directional problem-solving ideas, thus promoting the deepening of content and understanding and improving the flexibility and broadness of students' thinking. People are used to using a certain way of thinking in the process of understanding knowledge, which will produce a set psychology. Teachers should seize the opportunity in teaching, create thinking situations and do everything possible to provide innovative materials and space for students. Only by using the innovative fire of "teaching" to ignite the innovative fire of "learning" can we effectively cultivate the originality of students' independent inquiry. Notes [1], Zhou, Curriculum Evaluation Towards Development, Page 2 1, Peking University Publishing House, June 2002, Notes [2], Wang Jianjun, Physical Education, Page 19, References 1, and on Zhang Wusheng's teaching art.

3. Zhang Wusheng: On the Art of Teaching, Shanghai Education Press.

4. Party: Show taste and show words 5. Research study. Talking about physical education class's Interest by Zhang Jianxiang, Beijing Normal University Edition, 7. After the publication of Sports Psychology, it is noticed that physical education needs to find teaching objectives from the needs of social life, which reflects the leading role of physical education teachers in ensuring the physical and mental health of teachers and students and the necessity of strengthening the cultivation of students' psychological quality in the teaching process. Autonomous inquiry learning is the application of learners' way of thinking and research methods in scientific research. The goal orientation that emphasizes the process rather than the result needs to be reflected in the evaluation, so as to truly achieve the "six stresses", namely: ① attaching importance to students' learning attitude and emotion; ② Pay attention to the learning process and experience; ③ Pay attention to finding and asking questions; ④ Pay attention to methods and skills; ⑤ Attach importance to communication and cooperation; ⑥ Pay attention to hands-on practice and problem solving. In the final analysis, it is to cultivate students' innovative spirit and practical ability. In the process of cultivating students' independent inquiry, not only can teachers give full play to their guiding role, but more importantly, students' independent initiative can be continuously developed. In the independent inquiry activity, every student actively inputs necessary and orderly information directly related to the inquiry goal. After processing, sorting and using, he can have a certain understanding of the goal of inquiry, feel the pleasure of acquiring knowledge through his own inquiry, and generate interest and motivation for further study, thus truly becoming the master of learning. In the process of writing this paper, I would like to thank my tutor and professor for their guidance, as well as Wang Jiyong, director of the computer room, and other colleagues for their great assistance.